Integration of Game-Based Learning in the National Curriculum to Improve Student Learning Motivation: A Literature Review

Nyimas Ayu Ramadhani; Rendra Eka Syahputra; M. Ridho; Zahron Mukhliansyah; Nera Julita; Rizkiyah Fadhillah

doi:10.55606/ijel.v5i1.365

Authors

Nyimas Ayu Ramadhani Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Rendra Eka Syahputra Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
M. Ridho Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Zahron Mukhliansyah Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Nera Julita Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Rizkiyah Fadhillah Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat

DOI:

https://doi.org/10.55606/ijel.v5i1.365

Keywords:

Curriculum Integration, Digital Learning Infrastructure, Educational Games, Formative Assessment, Intrinsic Motivation

Abstract

This literature review examines the integration of game-based learning into national curriculum frameworks and its impact on student learning motivation. Synthesizing peer-reviewed studies published between 2020 and 2026 from Google Scholar, the review employs a thematic narrative approach to analyze pedagogical alignment, motivational mechanisms, and implementation barriers. Findings indicate that game-based learning significantly enhances intrinsic motivation when game mechanics are explicitly mapped to curriculum competencies, differentiated instruction, and formative assessment. Its effectiveness is mediated by teacher facilitation, structured reflective debriefs, and institutional support, whereas ad hoc implementation often yields superficial engagement or extrinsic reward dependency. Key challenges include uneven digital infrastructure, limited pedagogical training, and misalignment between rigid assessment systems and flexible learning pathways. The review concludes that sustainable motivational gains occur only when game-based strategies are systematically embedded within competency-driven curricular designs. These insights guide policy recommendations for curriculum reform, targeted professional development, and equitable technology access. Future research should prioritize longitudinal designs to validate motivational trajectories across diverse educational contexts.

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